Abstract
This article analyzes institutional assessment pressures shaping United States communication programs, tracing policy mandates, regional accreditation trends, and state level accountability initiatives. It maps outcome measures such as general education examinations, alumni satisfaction surveys, portfolios, capstone seminars, and performance based tests, noting methodological limits and political ramifications. The discussion contrasts cognitive and affective metrics, critiques reliance on multiple choice instruments, and highlights the absence of shared communication competence standards. Drawing on campus illustrations, this article proposes strategies for department chairs that prioritize faculty driven mission alignment, qualitative evaluation of graduate achievement, documented teaching effectiveness, and iterative use of findings for curricular enhancement. It argues that proactive engagement empowers communication educators to safeguard disciplinary integrity, secure resources, and provide expertise to institution wide assessment. Ultimately, this article frames assessment as an enduring context requiring constructive leadership in program evaluation, learning outcomes documentation, and evidence informed decision making.
Recommended Citation
Smith, Robert M.
(1990)
"Issues, Problems, and Opportunities in Assessment of Communication Programs,"
Association for Communication Administration Bulletin: Vol. 72, Article 4.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/4
